ESL teaching methodologies

The techniques and approaches found in TESOL differ dramatically from those of other areas of teaching because of its student centred and dynamic nature. Furthermore, since TESOL takes place in a multicultural environment; that is, the ESL classroom, intercultural aspects should also be considered, addressed, and ideally, taught. As a result, the cultural diversity found in TESOL and the interactive nature of this field of teaching has an impact on the way language is presented and practised.According to the online articled Why to activate your ESL students' Background Schema, published by Laura Greenwood (2011) on bridgetefl. com, â€Å"it is important to activate your students' experiences with and knowledge of the topic of the listening/ reading†. By activating students' schematta, the teacher is not only directing the students into the topic and creating interest in it but also encouraging them to use language in context.Additionally, experienced and creative ESL teachers may be able to pre-teach contextualized vocabulary whilst activating students' schematta because any unknown lexical items found in listening and reading passages are in fact related to the topic of the text/listening, so the teacher has a context to teach (elicit) these words. Another important strategy adopted by ESL teachers is language elicitation.Rather than introducing a word by saying: â€Å"this is a word and that is what it means† or teaching a grammar point by simply telling the students its rules and form, TESOL teachers often use an essential technique called elicitation, through which students can be involved in the process of discovering and understanding anguage; that is, the teacher uses different techniques to elicit lexical items or grammatical structures that they want to introduce to their students.However, it is usually the case that ESL learners may not know the word or grammatical item that the teacher is trying to elicit, but they will at least know th e concept of the linguistic item intended to be taught, which is still relevant, because knowing the concept of a word or grammar point is considered to be as important as knowing the form. Eliciting† (2009, section 4) states that there are cultures where students are more sed to a teacher centred way of knowledge instruction, which means that they see the teacher as the only person who has the authority to provide knowledge, therefore when eliciting language, TESOL teachers should consider the fact that students from these cultures are less likely to actively participate when the class are asked open questions (who can tell me†¦? Does anybody know†¦? ), and instead try to nominate students to answer questions more often. In fact, the ideal ESL teacher is described by Harmer, J. (2007, p. 08) as â€Å"one who is democratic rather than autocratic, and one who fosters learner autonomy through the use of group work and by acting more of a resource than a transmitter of knowledge†, which contradicts the role of the teacher in many cultures, where they are seen as the sole provider of knowledge.However, when activating schematta and eliciting language, which are essential techniques adopted in TESOL, the students' input is vital, and in order to achieve that, different teachers with different personalities and teaching styles use different techniques to It is common knowledge that language and culture are interrelated, and through the language, English in this regard, ESL learners can, or ideally they should, acquire intercultural knowledge in order to communicate more competently. With this concept in mind, Ability English – an ELICOS centre in Sydney – included an intercultural communication program in their syllabus.Nicholas Kirk, who is the director of studies and designed the course, argues that â€Å"it is almost impossible to teach language in isolation from culture†, therefore he believes that cross-cultural ommun ication should be taught in order to help ESL students use their language skills more effectively. Role plays, group activities, reading and listening passages, videos, among other resources and types of activities can be used to practise language skills (speaking, listening, reading, writing) and other linguistics elements, such as grammar, lexis, and pronunciation, while training students so that they can achieve intercultural competence.In other words, ESL teachers can raise students' awareness to cross-cultural areas, including eye contact, personal space, body anguage, face-saving, individualism and collectivism, and concurrently, or possibly subsequently, use the contextualized content to practise and/or introduce language, enhancing not only their students' language skills but also their interpersonal and interactional effectiveness.Having the language skills is undoubtedly necessary in order to be in contact with people from different cultures, but understanding such culture s is also important in this globalized world, especially in the workplace, since the ultimate goal of ESL learners is to be able to use English to successfully ommunicate with people from other cultural backgrounds. Considering the fact that TESOL allows more flexibility than in other fields of teaching, and that language is a vital element of culture, linguistic and cross-cultural aspects may be taught in conjunction by ESL teachers.In sum, I would like to stress that the teacher's knowledge of the linguistic items being taught is unarguably important in TESOL, as it is in all areas of teaching; however, in the ESL teaching context, it is equally important to use a variety of ethods and strategies to get the students to actively participate in their learning process, since the ESL classroom is an environment where the focus is on the students, rather than on the teacher, resulting in more STT than TTT, which is a primary concept in TESOL.ESL students have one goal in common: to lea rn English to be able to communicate with people from different cultures, but due to multicultural nature of ESL classes, TESOL teachers need to be culturally sensitive, and if possible, in addition to teaching language, devote some time to training their students to be ore inter-culturally competent to help them use language in a multicultural context more effectively.

Mark Twain Case Essay

Mark Twain was an extremely productive author in his lifetime.   He wrote many famous books, articles and stories.   He was also a world traveler.   He visited five continents and crossed the Atlantic Ocean 29 times.   In general, he is notarized for his fiction works.   However, he also composed many successful non-fiction manuscripts as well. Many of Twain’s non-fiction works were written on his travels.   In his travels to the Old City, Twain took photographs to correspond with his written work.   He described the Old City, highlighting the methods and manners in which the Jewish people of the city worshipped and interacted with one another.   While doing this, he provided names to many of the places that he visited.   Many of these names have stuck, and have become the common names of landmarks (Journey to the Holy City, 2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most readers are already familiar with the broad brushstrokes of Mark Twain’s life.   Many interviews, however, were conducted in order to present a totally new facet of the Twain story, unfictionalized and in fascinating detail. These interviews appeared in a great diversity of American and international newspapers during the long course of his creative adult life (Nash).   The interviews provide information to the volumes and volumes of Twain’s imaginative and satirical capabilities.   Most famous of the non-fiction works written by Twain is his adult biography.   The biography tells the compelling story, from his own perspective, of life and the inspirations behind his works. Countless books have been written about Twain’s life.   One book, written by Ron Powers, has been hailed by critics as serving as a â€Å"biography but much more†¦Powers uses Twain’s life to tell us what America was like then and, tangentially, why we’re what we are today† (Spiegel, 2).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Twain’s world travels began in 1867, when a California newspaper sent him on a five-month trip to Europe and the Middle East.   There, he wrote many letters that were later put together to form the book The Innocents Abroad (Twain’s Travels, 1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mark Twain is considered to be one of the world’s greatest humorists.   His witty phrases and observations filled the pages of his non fiction works (WordPlay, 1).   Twain was also one of the first persons in his town in Hartford, Connecticut to have a telephone.   An example of his humorous use of satire to describe a situation occurred in 1880.  Ã‚   Twain was amused by his new device, as it enabled persons who enjoyed eavesdropping to hear only one side of a conversation.   As a result, he wrote an amusing description of listening to his wife talk on the telephone (Twain, 1).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Twain composed many of his non-fiction works under his pen name.   His legal name was Samuel Clemens.   While often engaged in travel, Twain spent over 17 years at his beloved Hartford home.   While living there, he published six books.   These include: The Adventures of Tom Sawyer, A Tramp Abroad, The Prince and the Pauper, Life on the Mississippi, Adventures of Huckleberry Finn, and A Connecticut Yankee in King Arthur’s Court (Allen).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Literature critics have paid significant attention to Twain’s twang in his nonfiction writings, stating that â€Å"he pours forth a flood of most graphic word painting. He talks slowly and extracts each of his vowels with a corkscrew twist that would make even the announcement of a funeral sound like a joke† (Mark’s Twang, 1). Critics have also spent significant amounts of time dissecting Twain’s life as well as books written about his life.   In an article by Middlekauff, the author describes Twain as an inspiration to biographers, historians and literary critics alike.   Middlekauff elaborates on this by concluding, â€Å"Mark Twain, in all of his fascination, will never exhaust the interest of his readers† (1).   It seems as though Middlekauff hit it right on. In the past decade, in particular, Twain’s name has been used publicly to highlight achievement.   Schools have been named after him.   Additionally, many literary awards have been named after the famous author.   For example, in 2006, playwright Neil Simon was presented with the Ninth Annual Mark Twain Prize for American Humor (Awards and Prizes, 1). Works Cited Allen, Daniel.   Mark Twain.   Yankee.   November 2006.   Vol 70(9).   1 pg. Awards and Prizes.   American Theatre.   September 2006.   Vol 23(7).   1 pg. Journey to the Holy City in the Footsteps of Mark Twain.   PSA Journal.   October 2006. Volume 72(10).   2 pg. Mark’s Twang.   Harper’s Magazine.   September 2006.   Vol 313(1876).   1 pg. Middlekauff, Robert.   Mark Twain: A Life.   Journal of American History.   September Vol 93(2). 1 pg. Nash, Charles.   Mark Twain: The Complete Interviews.   Library Journal.   October 1, Vol. 131(16). 2 pg. Spiegel, Pamela.   Leaders as Readers.   American Libraries.   May 2006.   Vol 37(5), 4 pg. Twain, Mark.   A Telephonic Conversation.   Atlantic.   September 2006.   Vol 298(2).   1 pg. Twain’s Travels: Letters from home; from France, Morocco, Egypt and Russia.   Read. November 3, 2006.   Vol 56(6).   2 pg. Wordplay.   Read.   November 3, 2006.   Vol 56(6).   1 pg.

Exercises in the ambulance Essay Example | Topics and Well Written Essays - 500 words

Exercises in the ambulance - Essay Example I would need to be thoroughly and constantly motivated in order to best deal with these situations, particularly considering that an emergency demands that I be in top form. Organization. Organization is important for a paramedic. When you are organized then you can treat patients more quickly. For example: When arriving at the accident spot where 2 people have been involved in an accident, I am first on the spot therefore need to quickly assess the situation and what I can best do to help. I need to determine whom is the most hurt and in which places in order to know who to treat first and who gets treated last. Organization helps keep me and others (my patients or assistant) calm, as well as helping me focus on the most important tasks. Using support: A person’s injuries might sometimes be life threatening. I might not have time to transport him or her to hospital, making it necessary that I conduct the required life-interventions on the spot. This might be traumatic for me, or the person might die despite my greatest efforts. These and other instances would make it easier for me to have a supervisor and/ or teacher that would assist me (someone whom I can talk cases over with) and family and friends whom I can share the pain with. Realistic expectations – Since I am the ‘doctor on the go’ and perhaps the only one in the situation, I must be prepared to deal with any possible situation. This could involve: CPR, assisting with childbirth, or using EKGs or X-ray devices. Reflect on their experience. Experience helps me become more confident and relaxed about my work. On the other hand, if I become too confident I might become too smug and make mistakes, therefore, it would help me to always reflect on situations that have occurred and ask myself where I did well and how I can do better. Strategic thinking. This means that I need to

Exchange risk Case Study Example | Topics and Well Written Essays - 1000 words

Exchange risk - Case Study Example They can gain from a one month forward contract and essentially make a profit of (16.136-16.103) = 0.033million AUD. The 0.9450 put option is at a strike price that is not close to making a profit. It is obviously higher than the 1 month forward rate provided. The Australian firm is only worried that the Australian dollar can depreciate against the US dollar on the day of transaction. If 0.9250 is selected, then a higher premium will be payable to the clearing house. The clearing house protects the counterparties against the potential loss in value of the currencies used. Assuming the firm takes the strike at 0.9250, then the premium (insurance) for every option will be (0.0780*15million) = 1.17 million USD, so in 31st October the firm gets (15/0.9250)=16.22 million AUD. The Australian firm buys the put option at the 3 month forward. 15 million USD is equal to 15/0.9257 = 16.203million USD. The premium of the put option is 15million*0.114 = 1.71million USD. If the exchange goes above the strike price then the firm exercises the option and makes profit of (0.2486-0.114)*15=1.98 mill USD. (c) The effectiveness of hedging is that it maintains the value of the $15 million invoice despite any fluctuation in the exchange rate between the two countries. If the invoice payment not hedged, then the 15 million USD can be changed using 31st October spot rate. In case the Australian dollar depreciates against the US dollar, then the firm makes a loss i.e. (16.22-16.13) =0.09mil AUD. The 0.925 option gives us 16.22mil AUD and the one month forward mid-rate of 0.9206 gives us 16.13mil AUD. Which is lower than the former (HICKS 2000). (e) One major amendment made to OTC derivatives trading is; every standardized OTC derivative agreements should be traded on an electronic trading platform or over an exchange. Moreover, OTC derivatives should be cleared through a clearing house by the beginning of January 2013. Contracts that are cleared through a clearing

Juvenile Justice Essay Example | Topics and Well Written Essays - 750 words

Juvenile Justice - Essay Example Delinquent offender is a crime or antisocial behavior that is committed by juveniles and is also considered as a crime if committed by adults. Status offenses are only committed by juveniles (Elrod and Ryder 362). Juveniles’ courts have intervened in the lives of status offenders. There are several arguments that have been put forward for and against for the legal basis of juvenile courts intervening in the lives of status offenders (Elrod and Ryder 363). Proponents of juvenile court intervention assert that status offenders have unique needs that can only be provided by the juvenile court intervention. For instance, many status offenders suffer from family neglect (Elrod and Ryder 363). Treatment of the status offenders require more financial resources than delinquent offender’s treatment thus this services can only be provided by juvenile courts. Status offenses will escalate to more criminal behaviors in the future since running away from home may lead to robbery if the courts fail to intervene. Status offenders are at more risk of victimization and death since incorrigibility expose the youths to drugs and prostitution. Juvenile courts have a primary mission of protecting the interests of children thus they have a duty of supporting lawful parental authority. Compulsory education laws would be undermined if juvenile courts relinquish authority over status offenders (Elrod and Ryder 363). On the other hand, critics of juvenile court involvement in Status offender lives assert that such intervention is ineffective and inappropriate since it may lead to more harm (Elrod and Ryder 364). Social agencies are better equipped to deal with Status offenders since juvenile courts lack the necessary expertise and financial resources to offer the required services. The processing of the status offense lead to labeling thus status offenders receive harsh punishment and are likely to engage in more antisocial behaviors (Elrod and Ryder 364). Status offenses revolve around family problems thus no need of juvenile court intervention since it hinders the responsibility of schools and social institutions in solving the community problems (Elrod and Ryder 364). In my opinion, the juvenile courts should not intervene in Status offenses since it is a violation of the constitution since all citizens should be protected equally regardless of age, race or color. The laws tend to be harsh towards children from poor families who are more likely to be subjected to cruel punishment like the delinquent offenders. Such intervention removes the parental responsibility on the behavior of juveniles and transfers it to the children. Juvenile courts involvement in the lives of status offenders dates back to the development of the parens patriae legal concept (Elrod and Ryder 365). Juvenile courts were designed to deal with delinquent juveniles and also troublesome children. The state has the duty to protect children and several statutes outline the duties of parents and teachers to the children. Legal statutes require the children to attend school regularly and obey curfews, and not to run away from the family (Elrod and Ryder 366). Some states refer status offenders as children in need of supervision (CHINS). The historical basis for juvenile courts intervention in status offenders is rooted in the Biblical passage that children are supposed to obey their parents

Research Paper Essay Example | Topics and Well Written Essays - 2000 words - 2

Research Paper - Essay Example The participation of the Koreans was based on a decision by the Korean Workers’ party. Their participation is reflected to the period between late 1966 and early 1967. The main aim was to back up the North Vietnam fighters like China had done together with other communist nations. The Vietnam War is a war that can be a forgotten war by the Koreans but history still keeps the exact record of all events that prevailed. Essentially, Korea was determined to support the North Vietnam fighters against the South Vietnam government as seen in the number of troops that took off for the war zone. Korean troops comprised of the second largest forces from the foreign military side. The United States was the leader in this regard but more than 5,000 US lives had been lost in the war thereby putting more pressure for other supporters like Korea to invent (Baek, Pg.1). The lack of have great memories on Korea participation could be attributed to the fact that South Vietnam disappeared comple tely from the map after the victory of the communists’ participants. Conversely, South Vietnam was Korea’s sacrifice recipient. Again, previous state of historical researches about Vietnam War as well as the general disinterest among the mass media of today and popular culture could have made Korea’s contribution partially forgotten. ... It has also been perceived that Park had send mercenaries to the war for profit benefits. These views have however faced a different side whereby some of the participants from Korea decided to keep records of what happened and the positive side of their participation. Despite any Korean effort to write about the war and their efforts contributing to its end, there seems to be little interest in such works especially by communities outside the veterans associations. Besides, the veterans are generally ignored even by the public. Their occasional protests organized by those affected by the war especially through chemical defoliants used by The United States militants are usually ignored by the government (Baek, Pg.1). Despite this forgotten heroism, Korea is ready to hold various occasions that commemorates its participation in the war. Next year, the year 2014, the country would mark its 50th anniversary in the war. Koreas 50th anniversary is well timed especially during a time when t he true legacies of Vietnam itself are visible. It may not be a coincidence that the country’s GDP grew significant during and after the years of the deployment of it troop in Vietnam. This aspect also strengthens the ill ethical perception of Korea’s engagement in the war. Korean government is said to have taken advantage of the Americans during the Vietnam War to benefit in terms of initiating modernism within the Korean armed forces. Such advantage has pushed Korea to be among the top countries with high military powers. It is actually ranged eighth in the world as of today (Baek, Pg.2). Contrary to the ill claim about Korea taking advantage of the United States militants, their participations should not be perceived negatively since through interaction,

Clinical Teaching Strategies Assignment Example | Topics and Well Written Essays - 250 words

Clinical Teaching Strategies - Assignment Example The clinical faculty even needs to know about the set method that the faculty member needs to follow in case of an emergency and they need to be informed about the technological requirements associated with their position. 2. In order to pursue the position of nursing clinical faculty an incumbent needs to be a licensed registered nurse of the state in which they are practicing and they even need to have a minimum two years of practicing experience as a clinical (Duke School of Nursing, 2011). Other than a license to practice the incumbent should at the minimum have a Bachelors’ of Science in nursing which is four year long program and is very essential as it helps students in preparing for a career in the field of nursing and even assist them in gaining further education in the same field. Higher preference is given by nursing educational institutes to those incumbents who have attained Masters’ of Science in